EFL Learners’ Dictionary Consultation Behaviour During the Revision Process to Correct Collocation Errors
EFL Learners’ Dictionary Consultation Behaviour During the Revision Process to Correct Collocation Errors
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英语学习者在复习过程中的词典查阅行为以纠正搭配错误
DOI：
10.1093/ijl/ecx009
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发表时间：
2017
影响因子：
0.5
通讯作者：
Sugene Kim
中科院分区：
文献类型：
--
作者：
Sugene Kim
本文报告的结果有声思维协议，描述韩国大学生的词典咨询行为，在自我编辑搭配错误。四名受试者在四步教学前后的言语数据被收集，目标是搭配词典技能。对教学前获得的协议数据的分析表明，EFL学习者在很大程度上依赖于使用L1中的输入词在双语词典中检查例句;他们经常试图根据逻辑推理或使用上下文中的同义词来修复词汇错误，这使得搭配错误纠正广泛不一致。在接受指导后，所有参与者在提高正确率方面都取得了显著进展。更重要的是，他们的字典咨询行为搭配修订，或生产，被发现已经改变。这些结果强调了在二语写作课上教授搭配词典技能以培养搭配能力和学习者自主性的教学必要性。
This article reports on the results of think-aloud protocols that describe Korean college students’ dictionary consultation behaviour in self-editing collocation errors. Four participants’ verbal data were collected before and after the four-step instruction targeting collocation dictionary skills. The analyses of the protocol data obtained before the instruction showed that EFL learners rely heavily on checking example sentences in a bilingualised dictionary using entry words in their L1; not infrequently, they attempt to fix lexical errors based on logical reasoning or using synonyms in context, which makes collocational error correction widely inconsistent. After receiving the instruction, all participants made marked progress in improving the correction rate. More importantly, their dictionary consultation behaviour for collocation revision, or production, was found to have changed. Such results underline the pedagogical necessity of teaching collocation dictionary skills in L2 writing classes to foster collocational competence and learner autonomy.